Education Sciences

816 KiB

Open AccessArticle

A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students

by Fiona Affeldt, Katharina Weitz, Antje Siol, Silvija Markic and Ingo Eilks

Educ. Sci. 2015, 5(3), 238-254; https://doi.org/10.3390/educsci5030238 - 21 Sep 2015

Cited by 19 | Viewed by 6416

In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental project on Schülerlabor learning environments for all students with a particular focus on sustainability education in the context of chemistry-related topics. The goal of reaching all students puts intentional pressure on the development process of learning environments. It forces the Schülerlabors to create a detailed model of differentiation, which can reach all learners of different interests and abilities. This also includes low-achievers and students who have disadvantaged educational biographies. In this sense, the structuring of non-formal learning environments simultaneously becomes a process of innovation with respect to both the curriculum and the teaching methods. In this paper, we present a corresponding model of differentiation and a specific example focusing on the learning about protecting and preserving metal objects in science education. Preliminary results and implications from the accompanying evaluation are also discussed. Full article

(This article belongs to the Special Issue Educating for Sustainability Transitions)

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442 KiB

Open AccessArticle

Challenges for Educational Technologists in the 21st Century

by Robin Mayes, Gloria Natividad and J. Michael Spector

Educ. Sci. 2015, 5(3), 221-237; https://doi.org/10.3390/educsci5030221 - 17 Sep 2015

Cited by 21 | Viewed by 9055

Abstract

In 1972, Edsger Dijkstra claimed that computers had only introduced the new problem of learning to use them effectively. This is especially true in 2015 with regard to powerful new educational technologies. This article describes the challenges that 21st century educational technologists are, and will be, addressing as they undertake the effective integration of new technologies into K-12 educational systems and learning environments. The expanding Internet, ever more powerful mobile devices, and other innovations make the task of designing effective formal and informal learning challenging, especially in light of the high rate of change in these new technologies. While these technologies introduce many benefits, they are also causing serious threats to system security and personal privacy. Furthermore, as these technologies continue to evolve, ethical issues such as equal access to resources become imperative. Educational technologists must expand their forward-thinking leadership and planning competencies so as to ensure effective use of new technologies. Full article

(This article belongs to the Special Issue Critical Issues in Educational Technology)

11 KiB

Open AccessEditorial

Double Blind Peer-Review in Education Sciences

by James Albright and Martyn Rittman

Educ. Sci. 2015, 5(3), 220; https://doi.org/10.3390/educsci5030220 - 31 Jul 2015

Viewed by 3527

Abstract

We are pleased to announce that all manuscripts submitted to Education Sciences after 1 July 2015 will be reviewed using a double blind peer-review process. [...] Full article

4281 KiB

Open AccessArticle

Exploring Elements That Support Teachers Engagement in Online Professional Development

by Sarah Prestridge and Jo Tondeur

Educ. Sci. 2015, 5(3), 199-219; https://doi.org/10.3390/educsci5030199 - 29 Jun 2015

Cited by 43 | Viewed by 8654

Abstract

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners. Full article

(This article belongs to the Special Issue Web-Mediated Approaches to Teachers’ Professional Development)

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Educ. Sci., Volume 5, Issue 3 (September 2015) – 4 articles , Pages 199-254

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